Functional Skills criteria for English
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1 Functional Skills criteria for English Entry 1, Entry 2, Entry 3, level 1 and level 2 November 2009 Ofqual/09/4559
2 Contents Introduction...3 Speaking, listening and communication...3 Reading...4 Writing...5 Skill standards and assessment weightings...5 Entry Entry Entry Level Level Scheme of assessment...14 Appendix B(i): Functional Skills English (speaking, listening and communication): Inclusion Sheets...16 Inclusion Statement for Functional Skills in speaking, listening and communication...16 Entry Entry Entry Level Level Appendix B(ii): Functional Skills English (reading): Inclusion Sheets...20 Inclusion Statement for Functional Skills in reading...20 Entry Entry Entry Level
3 Level Appendix B(iii): Functional Skills English (writing): Inclusion Sheets...24 Inclusion statement for Functional Skills in writing (all levels)...24 Entry Entry Entry Level Level
4 Introduction The Functional Skills qualifications in English assess three components: Speaking, listening and communication Reading Writing Functional Skills qualifications in English are available at Entry 1, Entry 2, Entry 3, level 1 and level 2. The criteria for these qualifications specify the requirements in terms of skill standards and coverage and range at each level. At each level of the qualification, these subsume the previous level's skill standards and coverage and range, supporting a progression-based suite of skills qualifications. These criteria should be used in conjunction with the 'Functional Skills qualifications criteria' (Ofqual/09/4558) publication, which includes the criteria common to all Functional Skills qualifications, and the controlled assessment regulations for the qualifications (see separate document Appendix A: 'Controlled assessment regulations for functional skills: Entry 1, Entry 2, Entry 3 in English, mathematics and ICT. English speaking, listening and communication at Entry 1, Entry 2, Entry 3 and level 1 and level 2'). Functional Skills qualifications in English focus on the development of effective communication skills and the three components are defined in the context of the qualification. Speaking, listening and communication Speaking, listening and communication within Functional Skills qualifications are defined as non-written communication, normally conducted face-to-face. In exceptional circumstances, assessment may take place remotely, provided that the medium through which remote assessment takes place: does not create barriers to achievement and success enables candidates to demonstrate achievement against the full range of standards using the full range of permitted strategies, and meets the security requirements specified in criterion 58f of ' The statutory regulation of external qualifications' (QCA/04/1293). 3
5 The term 'speaking, listening and communication' as used by these standards is intended to be interpreted in a broadly inclusive way and is not intended to create any unnecessary barriers to candidates with speech or hearing impairment. The needs of individual candidates will vary but as guidance, the term should be interpreted as meaning communication, discussion and presentation that: can include use of sign language (eg British Sign Language, sign-supported English) provided this is made accessible to all participants in the discussion. (It is recognised that BSL is a language in its own right and not a form of English. BSL is, however, permitted as an alternative to English for the assessment of speaking, listening and communication where BSL is the candidate's normal way of communicating in the contexts described by the standards. No other languages are permitted as alternatives to English; can include access to augmentative speech equipment and such software as constitutes the candidate's normal way of working; does not depend solely on the use of written language or require the individual/s with whom the candidate is communicating to be able to read (as these skills are covered by the requirements for reading and writing). Reading Reading within Functional Skills qualifications is defined as the independent decoding and understanding of written language and text in a purposeful context. 'Text' is defined as materials that include the use of words that are written, printed, on screen or presented using Braille. As a reasonable adjustment, candidates who are classed as disabled under the terms of the Disability Discrimination Act (DDA) and use assistive technology as their normal way of reading can demonstrate that they are able to independently meet the requirements of the reading standards through use of screen reader software. A human reader cannot be used to demonstrate the requirements of the standards as this does not meet the requirement for independence. As a last resort, an exemption from the reading requirements can be requested for candidates with disabilities who cannot use assistive technology. 4
6 Writing Writing within Functional Skills qualifications is defined as the independent construction of written text to communicate in a purposeful context. 'Text' is defined as materials that include the use of words that are written, printed, on screen or presented using Braille, and which are presented in a way that is accessible for the intended audience. As a reasonable adjustment, candidates who are classed as disabled under the terms of the Disability Discrimination Act (DDA) and use assistive technology as their normal way of producing written texts can demonstrate that they are able to independently meet the requirements of the writing standards through use of a computer and appropriate software. A human scribe cannot be used to demonstrate the requirements of the standards, as this does not meet the requirement for independence. As a last resort, an exemption from the writing requirements can be requested for candidates with disabilities who cannot use assistive technology. Skill standards and assessment weightings 1. Functional Skills qualifications in English must require candidates to demonstrate their ability in relation to: 5
7 Entry 1 Skill standard Speaking, listening and communication Participate in and understand the main points of simple discussions/exchanges about familiar topics with another person in a familiar situation Understand the main points of short explanations Understand and follow instructions Respond appropriately to comments and requests Make contributions to be understood Ask simple questions to obtain specific information. Reading Read and understand short, simple texts that explain or recount information Read and understand simple regular words and sentences Understand short texts on familiar topics and experiences Writing Write short, simple sentences Use written words and phrases to present information Construct simple sentences using full stops Spell correctly some personal or very familiar words 6
8 Entry 2 Skill standard Speaking, listening and communication Participate in discussions/exchanges about familiar topics, making active contributions, with one or more people in familiar situations Identify the main points of short explanations and instructions Make appropriate contributions that are clearly understood Express simply feelings or opinions and understand those expressed by others Communicate information so that the meaning is clear Ask and respond to straightforward questions Follow the gist of discussions Reading Read and understand straightforward texts that explain, inform or recount information Understand the main events in chronological texts Read and understand simple instructions and directions Read and understand high frequency words and words with common spelling patterns Use knowledge of alphabetical order to locate information 7
9 Writing Write short texts with some awareness of the intended audience Use written words and phrases to record and present information Construct compound sentences using common conjunctions Punctuate correctly, using upper and lower case, full stops and question marks Spell correctly all high frequency words and words with common spelling patterns 8
10 Entry 3 Skill standard Speaking, listening and communication Respond appropriately to others and make some extended contributions in familiar formal and informal discussions and exchanges Follow the main points of discussions Use techniques to clarify and confirm understanding Give own point of view and respond appropriately to others point of view Use appropriate language in formal discussions/exchanges Make relevant contributions, allowing for and responding to others input Reading Read and understand the purpose and content of straightforward texts that explain, inform and recount information Understand the main points of texts Obtain specific information through detailed reading Use organisational features to locate information Read and understand texts in different formats using strategies/techniques appropriate to the task Writing Write texts with some adaptation to the intended audience Plan, draft and organise writing Sequence writing logically and clearly Use basic grammar including appropriate verb-tense and subject-verb agreement Check work for accuracy, including spelling Level 1 9
11 Skill standard Assessment weighting Speaking, listening and communication Not applicable Take full part in formal and informal discussions and exchanges that include unfamiliar subjects Make relevant and extended contributions to discussions, allowing for and responding to others input Prepare for and contribute to the formal discussion of ideas and opinions Make different kinds of contributions to discussions Present information/points of view clearly and in appropriate language Reading Not applicable Read and understand a range of straightforward texts Identify the main points and ideas and how they are presented in a variety of texts Read and understand texts in detail Utilise information contained in texts Identify suitable responses to texts In more than one type of text. 10
12 Writing Write a range of texts to communicate information, ideas and opinions, using formats and styles suitable for their purpose and audience Write clearly and coherently, including an appropriate level of detail Present information in a logical sequence Use language, format and structure suitable for purpose and audience 55-60% Use correct grammar, including correct and consistent use of tense Ensure written work includes generally accurate punctuation and spelling and that meaning is clear 40-45% In more than one type of text. 11
13 Level 2 Skill standard Assessment weighting Speaking, listening and communication Not applicable Make a range of contributions to discussions in a range of contexts, including those that are unfamiliar, and make effective presentations Consider complex information and give a relevant, cogent response in appropriate language Present information and ideas clearly and persuasively to others Adapt contributions to suit audience, purpose and situation Make significant contributions to discussions, taking a range of roles and helping to move discussion forward Reading Not applicable Select, read, understand and compare texts and use them to gather information, ideas, arguments and opinions Select and use different types of texts to obtain and utilise relevant information Read and summarise, succinctly, information/ideas from different sources Identify the purposes of texts and comment on how meaning is conveyed Detect point of view, implicit meaning and/or bias Analyse texts in relation to audience needs and consider suitable responses In three or more texts. 12
14 Writing Write a range of texts, including extended written documents, communicating information, ideas and opinions, effectively and persuasively Present information/ideas concisely, logically, and persuasively Present information on complex subjects clearly and concisely Use a range of writing styles for different purposes 55-60% Use a range of sentence structures, including complex sentences, and paragraphs to organise written communication effectively Punctuate written text using commas, apostrophes and inverted commas accurately 40-45% Ensure written work is fit for purpose and audience, with accurate spelling and grammar that support clear meaning in a range of text types. 13
15 Scheme of assessment 2. Specifications for Functional Skills qualifications in English must allocate a weighting of 100 per cent to external assessment for the components for reading and writing at levels 1 and 2. Internal assessment is required at all levels for speaking, listening and communication and at Entry levels 1, 2 and 3 for reading and writing. All internal assessment must comply with the controlled assessment regulations (see Appendix A). 3. Awarding organisations must provide guidance to centres on how to administer and contextualise the internal assessment, including advice on use of practical resources, tutor mediation and other relevant assessment arrangements. This must comply with the controlled assessment regulations (see Appendix A). 4. Assessment must focus on functionality and the effective application of speaking, listening and communication, reading and writing skills in purposeful contexts and scenarios that reflect real-life situations. The assessment of each component is equally weighted. 5. Assessment must assess all the skill standards and each of the coverage and range statements that comprise the skill standard at the specified level. Assessment can sample the range of contexts in which these skills should be applied. 6. Assessment must enable the separate reporting of achievement across the three components within the qualification. A formal statement of results indicating the levels achieved for the separate components must be issued. Compensation across assessment components is not permitted. 7. Where no exemption has been granted, candidates must pass the assessment of Functional Skills: reading; writing; and speaking, listening and communication, to be awarded the qualification. Candidates achieving a pass in each of the required components will be awarded the qualification at the level of the lowest component achieved. 8. Awarding organisations offering Functional Skills qualifications must recognise, in exceptional cases, achievement of any Functional Skills English component (ie reading; writing; and speaking, listening and communication) issued by another awarding organisation offering the qualifications. Component achievement remains valid for the duration of the qualification accreditation period. 14
16 9. Candidates are not limited in the number of times that they may re-sit individual assessment components. Individual assessment component achievement must be recognised in subsequent re-sit opportunities. 10. The duration of the assessment leading to a Functional Skills qualification in English at Entry levels 1, 2 and 3 should be a minimum of one hour and must not exceed two hours. At levels 1 and 2, the duration of the assessment should be a minimum of two hours and a maximum of three hours, including all three components. 11. Assessments must include realistic texts that are suitable for the level. 12. Speaking, listening and communication The assessment of speaking, listening and communication must be 100 per cent open response. Awarding organisations must provide clear guidance for centres regarding arrangements for assessment that consistently measure performance of the skill standards at the level specified, in line with the controlled assessment regulations (see Appendix A). 13. Reading Fixed response assessment is permissible to support the direct assessment of reading skills and to minimise the writing demands that assessments place upon candidates, but must not exceed 50 per cent of the assessment component at levels 1 and 2. Skill standards that require active engagement with reading materials and utilisation of information contained in texts must all be assessed by open response assessment. 14. Writing The assessment of writing must be 100 per cent open response. Assessments must measure the quality of outcomes in relation to particular tasks' purposes and audiences and recognise the importance of accurate spelling, punctuation and grammar in formal contexts. Between 40 and 45 per cent of marks for writing must be allocated specifically for spelling, punctuation and grammar at levels 1 and 2. 15
17 Appendix B(i): Functional Skills English (speaking, listening and communication): Inclusion Sheets Scope: The arrangements described by this document apply only to assessment leading to the awarding of the speaking, listening and communication component of Functional Skills in English qualifications. Inclusion Statement for Functional Skills in speaking, listening and communication All levels Speaking, listening and communication within Functional Skills qualifications are defined as non-written communication, normally conducted face-to-face. The term 'speaking, listening and communication', as used by these standards, is intended to be interpreted in a broadly inclusive way and is not intended to create any unnecessary barriers to candidates with speech or hearing impairment. The needs of individual candidates will vary but, as guidance, the term should be interpreted as meaning communication, discussion and presentation that: can include use of sign language (eg British Sign Language, sign-supported English) provided this is made accessible to all participants in the discussion. (It is recognised that BSL is a language in its own right and not a form of English. BSL is, however, permitted as an alternative to English for the assessment of speaking, listening and communication where BSL is the candidate's normal way of communicating in the contexts described by the standards. No other languages are permitted as alternatives to English; can include access to augmentative speech equipment and such software as constitutes the candidate's normal way of working; does not depend solely on the use of written language or require the individual/s with whom the candidate is communicating to be able to read (as these skills are covered by the requirements for reading and writing). 16
18 Entry 1 Speaking, listening and communication Participate in and understand the main points of simple discussions/exchanges about familiar topics with another person in a familiar situation Understand the main points of short explanations Understand and follow instructions Respond appropriately to comments and requests Make contributions to be understood Ask simple questions to obtain specific information Entry 2 Speaking, listening and communication Participate in discussions/exchanges about familiar topics, making active contributions, with one or more people in familiar situations Identify the main points of short explanations and instructions Make appropriate contributions that are clearly understood Express, simply, feelings or opinions and understand those expressed by others Communicate information so that the meaning is clear Ask and respond to straightforward questions Follow the gist of discussions 17
19 Entry 3 Speaking, listening and communication Respond appropriately to others and make some extended contributions in familiar formal and informal discussions and exchanges Follow the main points of discussions Use techniques to clarify and confirm understanding Give own point of view and respond appropriately to others point of view Use appropriate language in formal discussions/exchanges Make relevant contributions, allowing for and responding to others input Level 1 Speaking, listening and communication Take full part in formal and informal discussions and exchanges that include unfamiliar subjects Make relevant and extended contributions to discussions, allowing for and responding to others input Prepare for and contribute to the formal discussion of ideas and opinions Make different kinds of contributions to discussions Present information/points of view clearly and in appropriate language 18
20 Level 2 Speaking, listening and communication Make a range of contributions to discussions in a range of contexts, including those that are unfamiliar, and make effective presentations Consider complex information and give a relevant, cogent response in appropriate language Present information and ideas clearly and persuasively to others Adapt contributions to suit audience, purpose and situation Make significant contributions to discussions, taking a range of roles and helping to move discussion forward Justification for inclusion of any barriers: Mitigation taken to minimise the impact of the barrier: 19
21 Appendix B(ii): Functional Skills English (reading): Inclusion Sheets Scope: The arrangements described by this document apply only to assessment leading to the awarding of the Reading component of Functional Skills in English qualifications. Inclusion Statement for Functional Skills in reading Reading within Functional Skills qualifications is defined as the independent decoding and understanding of written language and text in a purposeful context. "Text" is defined as materials that include the use of words that are written, printed, on screen or presented using Braille. As a reasonable adjustment, candidates who are classed as disabled under the terms of the Disability Discrimination Act (DDA), and use assistive technology as their normal way of reading, can demonstrate that they are able to independently meet the requirements of the reading standards through use of screen reader software. A human reader cannot be used to demonstrate the requirements of the standards as this does not meet the requirement for independence. As a last resort, an exemption from the reading requirements can be requested for candidates with disabilities who cannot use assistive technology. 20
22 Entry 1 Reading Read and understand short, simple texts that explain or recount information Read and understand simple regular words and sentences Understand short texts on familiar topics and experiences Entry 2 Reading Read and understand straightforward texts that explain, inform or recount information Understand the main events in chronological texts Read and understand simple instructions and directions Read and understand high frequency words and words with common spelling patterns Use knowledge of alphabetical order to locate information Entry 3 Reading Read and understand the purpose and content of straightforward texts that explain, inform and recount information Understand the main points of texts Obtain specific information through detailed reading Use organisational features to locate information Read and understand texts in different formats using strategies/techniques appropriate to the task 21
23 Level 1 Reading Read and understand a range of straightforward texts Identify the main points and ideas and how they are presented in a variety of texts Read and understand texts in detail Utilise information contained in texts Identify suitable responses to texts In more than one type of text. Level 2 Reading Select, read, understand and compare texts and use them to gather information, ideas, arguments and opinions Select and use different types of texts to obtain and utilise relevant information Read and summarise succinctly information/ideas from different sources Identify the purposes of texts and comment on how meaning is conveyed Detect point of view, implicit meaning and/or bias Analyse texts in relation to audience needs and consider suitable responses In a range of texts. 22
24 Justification for inclusion of any barriers: Mitigation taken to minimise the impact of the barrier: 23
25 Appendix B(iii): Functional Skills English (writing): Inclusion Sheets Scope: The arrangements described by this document apply only to assessment leading to the awarding of the "Writing" component of Functional Skills in English qualifications. Inclusion statement for Functional Skills in writing (all levels) Writing within Functional Skills qualifications is defined as the independent construction of written text to communicate in a purposeful context. "Text" is defined as materials that include the use of words that are written, printed, on screen or presented using Braille and which are presented in a way that is accessible for the intended audience. As a reasonable adjustment, candidates who are disabled under the terms of the Disability Discrimination Act (DDA) and who use assistive technology as their normal way of producing written texts can demonstrate that they are able to independently meet the requirements of the writing standards through use of a computer and appropriate software. A human scribe cannot be used to demonstrate the requirements of the standards as this does not meet the requirement for independence. As a last resort, an exemption from the writing requirements can be requested for candidates with disabilities who cannot use assistive technology. 24
26 Entry 1 Writing Write short, simple sentences Use written words and phrases to present information Construct simple sentences using full stops Spell correctly some personal or very familiar words Entry 2 Writing Write short texts with some awareness of intended audience Use written words and phrases to record and present information Construct compound sentences using common conjunctions Punctuate correctly using upper and lower case, full stops and question marks Spell correctly high frequency words and words with common spelling patterns Entry 3 Writing Write texts with some adaptation to the intended audience Plan, draft and organise writing Sequence writing logically and clearly Use basic grammar including appropriate verbtense and subject-verb agreement Check work for accuracy, including spelling 25
27 Level 1 Writing Write a range of texts to communicate information, ideas and opinions, using formats and styles suitable for their purpose and audience Write clearly and coherently, including an appropriate level of detail Present information in a logical sequence Use language, format and structure suitable for purpose and audience Use correct grammar, including correct and consistent use of tense Ensure written work includes generally accurate punctuation and spelling and that meaning is clear In more than one type of text % of marks for writing must be allocated specifically for spelling, punctuation and grammar Level 2 Writing Write a range of texts, including extended written documents, communicating information, ideas and opinions, effectively and persuasively Present information/ideas concisely, logically, and persuasively Present information on complex subjects clearly and concisely Use a range of writing styles for different purposes Use a range of sentence structures, including complex sentences, and paragraphs to organise written communication effectively Punctuate written text using commas, apostrophes and inverted commas accurately 26
28 Ensure written work is fit for purpose and audience with accurate spelling and grammar that support clear meaning In a range of text types. Justification for inclusion of any barriers: 40-45% of marks for writing must be allocated specifically for spelling, punctuation and grammar Mitigation taken to minimise the impact of the barrier: 27
29 The qualifications regulators wish to make their publications widely accessible. Please contact us if you have any specific accessibility requirements. First published in Crown copyright 2009 Council for the Curriculum Examinations and Assessment 2009 Qualifications and Curriculum Authority 2009 Ofqual is part of the Qualifications and Curriculum Authority (QCA). QCA is an exempt charity under Schedule 2 of the Charities Act Reproduction, storage or translation, in any form or by any means, of this publication is prohibited without prior written permission of the publisher, unless within the terms of the Copyright Licensing Agency. Excerpts may be reproduced for the purpose of research, private study, criticism or review, or by educational institutions solely for education purposes, without permission, provided full acknowledgement is given. Office of the Qualifications and Examinations Regulator Spring Place Coventry Business Park Herald Avenue Coventry CV5 6UB Telephone Textphone Helpline
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